• TERESA H. MAKOWSKI

  Author

• T. F. MCLAUGHLIN

  Author

• KATHY JOHNSON

  Author

• KEVIN BIERS

  Author

 The purpose of this study was to implement a research-based social skills curriculum called WhyTry to decrease improper verbalizations made by an elementary student with high-functioning Autism. Other classroom interventions set up in conjunction with the social skills curriculum are contingent rewards in the form of chance tickets and the loss of privileges when the student refused to do his work.
The effectiveness of the intervention was examined in an ABAB reversal design. Despite frequent academic success, students with high-functioning Autism tend to show deficits in social abilities such as an inability to interact with peers and an inability to monitor social cues. The WhyTry curriculum teaches social and emotional
principles to youth in a way that empowers them to take control of their own behavior and choices. The part of the WhyTry curriculum used in this study is called the Word Board, which emphasis the use of thinking before acting or speaking. The results of this study indicate that the Word Board was effective in managing improper verbalizations in some aspects of the school environment, however further research is needed to determine the ability of the student to generalize his inappropriate behavior and interactions with peers. 

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